You are listening to episode 32 of the ready, set, science podcast. On today’s show, we are talking all about the 5E model and how to use it in your science classroom. The 5E method of learning is a pedagogical framework commonly used in science education to engage students in the learning process through a series of phases that encourage active participation and critical thinking. The 5E model stands for Engage, Explore, Explain, Elaborate, and Evaluate. Each of these phases represents a key step in the learning process and is designed to help students build a deep understanding of scientific concepts.
Engage: In this initial phase, the goal is to capture students' interest and curiosity. Teachers often use engaging activities, demonstrations, or questions to pique students' interest in the topic they will be studying. The idea is to activate prior knowledge and make connections to real-life experiences, creating a sense of relevance and excitement about the subject.
Novel questions, discrepant events, demonstrations, or a powerful visual are ideal ways to engage students and ascertain their prior knowledge or any misconceptions that might interfere with constructing new knowledge. For new concepts to become meaningful, students use their prior knowledge to connect their past and present learning experiences.The engagement phase doesn’t have to be part of the class time. It can be structured as a homework assignment where students can read an article related to the new topic to be introduced, explore a website, watch a video, or answer a question related to their prior knowledge.
For example: Why are acidic drinks stored in a cold place?
Explore: In this phase, students are given the opportunity to explore the topic in a hands-on, interactive manner. They may work in small groups or individually to conduct experiments, make observations, or solve problems. This phase encourages students to ask questions, make observations, and gather data, fostering a sense of discovery and inquiry.
Encourage students to think of the following questions:
What is the problem I am trying to solve?
What do I need to find out?
What do I know already?
For example: Students are provided with two identical soda cans, a bottle opener, hot water, and an ice bath. Students perform the activity in pairs or groups, write down their observations, and discuss their results in the group. Which soda, the warm or the cold one, had more dissolved carbon dioxide? List all the ways that you know.
Explain: After students have had the chance to explore and gather data, the teacher steps in to facilitate the explanation phase. During this step, the teacher provides explanations and concepts that help students make sense of their observations and data. This phase includes discussions, concept explanations, and the introduction of scientific terminology. The aim is to provide a solid foundation of understanding.
Students provide a tentative explanation as they present their results to the whole class. The teacher may pose additional questions to support the discussion. It is recommended that the teacher introduce a formative assessment in this phase to identify if the students are ready to start the Elaborate phase and determine if additional instruction or assistance is needed.
For example: What is the best way to store an opened bottle of soda so that it doesn’t go flat quickly?
Elaborate: In this phase, students go deeper into the subject matter. They may engage in additional activities, conduct further research, or apply their understanding to new situations. The goal is to encourage students to think critically, apply their knowledge, and make connections to real-world applications. It often involves more complex problems and scenarios.
For example: Decompression sickness (DCS) occurs when divers swim to the surface too quickly (rapid ascent). What causes DCS to occur?
Evaluate: The final phase involves assessing students' understanding and learning progress. This can take the form of quizzes, tests, projects, presentations, or other assessments. Evaluation helps both students and teachers gauge the effectiveness of the learning process and identify areas that may need further attention or clarification.
For example: In your opinion, why do fish wash ashore on hot summer days?
Many power plants condense steam by pumping cool river or lake water around the steam pipes. The steam cools and condenses as its heat is transferred to the water, which is then returned to the river or lake. What impact does this warm water have on the fish in the lake or river?
You may already be using these elements without being familiar with the 5E model’s formal structure. Consider the phases discussed above and reflect on the activities you planned for the last science lesson you taught. Which component would you classify as an Engage activity? Explore? Explain? How well does the order you have planned reflect the 5E model?
The goal isn’t to plan every science lesson according to the 5E model—it’s to consider the order and sequence of activities to align with the model to maximize student learning.
The 5E method is based on constructivist principles, which emphasize active learning, critical thinking, and problem-solving. It allows students to build their own understanding of scientific concepts through a structured and engaging process. By moving through these five phases, students are encouraged to be active participants in their learning, rather than passive recipients of information, which can lead to better retention and comprehension of scientific concepts.
Thanks for listening!
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